Using the Keynote App as a research tool_iPads in Higher Education, 1st International Conference,...
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Using the Keynote App as a research tool A case study in medical education Veronica Mitchell Education Development Unit Health Sciences Faculty University of Cape Town, South Africa @ iPads in Higher Education Conference in Paphos, Cyprus March 2014
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This presentation describes the use of the Keynote App on the iPad as a methodology in a qualitative research study on the curriculum in Obstetrics, drawing on students' experiences and insights.
Transcript of Using the Keynote App as a research tool_iPads in Higher Education, 1st International Conference,...
Using the Keynote App as a research tool
A case study in medical education
Veronica MitchellEducation Development Unit
Health Sciences FacultyUniversity of Cape Town, South Africa
@ iPads in Higher EducationConference in Paphos, Cyprus
March 2014
Research project
Supervisor: Prof Suellen Shay
The Curriculum in Medical Education
MastersHigher
EducationStudies
Context
My stance
Professionalism &
Health and Human Rights
Image by Stacey Stent
The Curriculum
Research question
How do students negotiate the gap
between the fixed, intended curriculum
and the fluid, enacted curriculum
in their early Obstetrics delivery experience
?
Pam Hoffman, http://www.flickr.com/photos/pampan/7669484820/in/set-72157630806128380/
What about integration?What about integration?
Obstetrics practical rotation15 deliveries = competence
Year 4 student
s
Kaleidoscope of student experiences
Kaleido App on iPhone
Obstetrics in Year 4
Obstetrics in Year 4
South Africa’s weak public health system
Curriculum challenges
??
A changing educational landscape
Supercomplexity
Uncertainty
Prof Ronald Barnett
Barnett (2000:260) explains curricula as:
being lived by rather than being determined …
[with an] elusive quality about them.
Their actual dimensions and elements are tacit.
They take on certain patterns and relationships
but those patterns and relationships
will be hidden from all concerned, except as they are experienced by the students
Theoretical frame Barnett & Coates (2005) triad for professional
curricula
K
AB
K
B A
CompositionSize / Weighting
ColourSequence
Individual experiences
Personal & professional growth
Triple Schema
Unpacking the curricular domains
5 students in Year 4 in 2010
MethodologyMethodology
1. reflective commentaries
2. one-to-one interviews
3. iPad’s Keynote images
Affordances: Keynote AppAffordances: Keynote App
NoveltyNovelty / appealing / appealingAlternativeAlternative modality modalityVisualVisual dimension dimensionTactileTactile component component Intergenerational Intergenerational bridgebridge33rdrd party party in the conversational spacein the conversational spaceSense of Sense of playplay
shifting images / familiar shifting images / familiar shapes / colour shapes / colour CirclesCircles created vs messiness of created vs messiness of drawingsdrawings Keynote AppKeynote App
Methodology with the iPad
Explanation to studentsExplored the Keynote toolGave them a templateAlongside semi-structured questionsExplained their experiences by moving the circlesEmailed to researcherSaved as imagesPrinted for dissertation
Limitations: Limitations: Keynote AppKeynote App
Different Different New / UnfamiliarNew / UnfamiliarStudents more used to text Students more used to text Abstract nature of concepts Abstract nature of concepts
- circles representing curricular - circles representing curricular domainsdomainsTemplate usedTemplate used
Keynote AppKeynote App
By George Tuli (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
What about What about integration?integration?
K
AB
Using visual communication
Kress & van Leeuwen (2006)
Deeper hidden truth Microscopic view through circles Jewitt & Oyama (2001)
Analysing the visual component
StudentsYear 4 In 2010 Year 6 in 2012
Being Acting
Knowing
Research participants
Joan
Thabo
Sipho
Pseudonyms used
Research participants
Mature, tactical, aware of social
justiceQuiet, reflective,
developing confidence
Proud leader, passionate about
Obstetrics
K
AB
In 2010
Student Joan
BA
K
Curriculum
In 2011
K
AB
Curriculum
Student Sipho
K
B A
In 2010 In 2012
K
AB
Curriculum
Student Thabo
K
B
A
In 2010 In 2012
Individual shifts, integration / transformation
Developed relationships, Understood & responded
to broader issues
Regrets, sense of numbnesswith compliance
Values his power, advice to me & others, critical of peers in not
adapting
Summary
Way forward
PhD
Value of using imagesEmerging iPad affordances
Reflecting on the tool Professionalism &
Health and Human Rights
Enriching experience - digging deeper into students’
authentic experiences- motivating critical reflection
Missing: Students comments on the technology
- enabling / constraining
iPad was a highlight for me
Conclusion
Deeper insights with alternative approaches
Keynote App was a valuable contribution to research
Exciting new opportunities arising
Illustration by Stacey Stent , thanks to Dick Ng’ambi
Thank You
Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.5 South Africa
License.
References
Barnett, R. 2009. Knowing and becoming in the higher education curriculum. Studies in higher education. 34.4:429-440. Barnett. R. & Coate, K. 2005. Engaging the higher curriculum in higher education. SRHE & Open University Press. London
Kress, G. & van Leeuwen,T. 2006. Reading Images: The grammar of visual design. 2nd Ed. Routledge: London.
Jewitt, C & Oyama, R. 2001. Visual meaning: A social semiotic approach. In van Leeuwen T & Jewitt C. A handbook of visual analysis . London. SAGE. Publications.
